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Related Experiment Video

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Effectiveness of a working memory intervention program in children with language disorders.

Victor Acosta¹, Sergio Hernandez², Gustavo Ramirez²

¹a Department of Didactics and Educational Research , Universidad de La Laguna Facultad de Psicologia , La Laguna , Spain.

Applied Neuropsychology. Child

|September 29, 2017

Summary

Children with language disorders exhibit significant cognitive deficits beyond linguistic impairments. An intervention program targeting working memory demonstrated effectiveness, improving cognitive functions and lexical-semantic skills.

Keywords:

Language disorders lexical-semantic processing neuropsychological intervention quasi-experiment working memory

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Area of Science:

Neuropsychology
Developmental Psychology
Speech-Language Pathology

Background:

Children with language disorders often present with broader cognitive challenges.
Understanding these deficits is crucial for effective intervention.

Purpose of the Study:

To characterize the neuropsychological profile of children with language disorders.
To evaluate the efficacy of a working memory intervention program for this population.

Main Methods:

A pretest-instruction-posttest design was employed with 32 children with language disorders.
Neuropsychological assessments included memory, attention, processing speed, and lexical-semantic skills.
A 72-session working memory intervention program was administered.

Main Results:

Children with language disorders showed deficits across all assessed cognitive functions compared to controls.
Post-intervention, significant improvements were observed in all measured cognitive variables.
Partial evidence suggests a causal link between working memory enhancement and lexical-semantic skill improvement.

Conclusions:

Language disorders in children are associated with significant, not solely linguistic, cognitive impairments.
The working memory intervention program proved effective in ameliorating these deficits.
Findings support a connection between working memory and lexical-semantic processing abilities.